Indian educational policy is based on the Gandhian philosophy that personality development and social transformation result from education based on Socially Useful Productive Work; that is, meaningful manual work resulting in goods or services useful to the community. Decentralized work programs plus a core curriculum are basic to secondary education. They are divided into two tracks--preparation for advanced education and a Vocational Spectrum, which emphasizes rural, agricultural, and related vocations. The Vocational Spectrum curriculum consists of language study; foundation courses in self-development, history, and economics; and vocational electives. Despite 1978 recommendations, limited work-experience programs exist in just 41,699 (7%) Indian schools. Only 22% of those schools have adequate equipment; 24% have work-experience teachers. Craft education exists in 30% of all schools, although only 3.5% have adequate equipment. Just .91% of all schools have work-experience or craft workrooms. Programs such as Lok Bharati, established to regenerate rural life with culturally compatible education; the Rural Higher Education Institute, designed to employ research results in villages; the Package Plan for Rural Development through Education, to improve educational relevance in rural areas; and the Rural University Project, to integrate rural education and rural development, successfully employ Socially Useful Productive Work policies. (SB)